| Abstrakt: |
Inclusion of students with autism in general education classrooms is increasing. However, barriers to inclusion, such as limited teacher training and limited knowledge of autism, are often compounded in districts where large percentages of students live in poverty. This study examines general education teachers' perceptions, training needs, and use of evidence-based practices (EBPs) for students with autism in high-poverty schools. Using a mixed-methods explanatory sequential design, survey and focus group data identified the EBPs teachers used most frequently, EBPs they wanted to learn about, barriers to and facilitators of inclusion, and teacher training needs. Results guide practical, feasible suggestions for addressing barriers to inclusion, leveraging facilitators, and supporting teachers who are including students with autism in historically underserved communities. Implications for increasing teacher buy-in and improving ease of training in EBPs are discussed. [ABSTRACT FROM AUTHOR] |
